Work Package 2 aims to leverage past USAGE experiences and partner expertise to foster continuous dialogue on best practices in smart farming and rural learning. It focuses on three main objectives: (1) supporting small- and medium-sized farmers in adapting to climate change and agri-food system transitions through a comparative analysis of international educational opportunities and digital transformation strategies; (2) developing effective educational products and outreach strategies, particularly via mobile and social media, to enhance farmers’ digital skills and engagement with smart farming technologies; and (3) building networks with relevant EU and global partners to address transformations in agricultural production and value chains.
Activity 2.1 – Identifying state-of-the-art smart farming solutions to adapt to climate change and agricultural transition
This first activity will survey state-of-the-art smart farming technologies that apply to both, climate change adaptation and practicability for small-scale farmers to explore how the transformation to more sustainable and innovative smart agriculture provides new solutions in technologies and approaches as a response to climate change.
A comprehensive analysis and benchmark of existing training and initiatives on climate-smart agriculture in Europe, with a focus on small/medium-hold farmers, was conducted using desktop research. The main result is a report and Excel file identifying projects in synergy with USAGE-NG and the creation of a roadmap of skills and competences regarding climate-smart agriculture. This activity laid an important basis for the project and helped discover potential partners.
This report presents a comprehensive desk study of state-of-the-art smart farming technologies that support climate change adaptation and sustainable agricultural transition, with a specific focus on small and medium-sized farms in Europe. It reviews key digital solutions—including IoT sensors, data analytics and AI, robotics, drones, and integrated farm management platforms—and assesses their practical applicability, maturity, and adoption potential for smallholder contexts. The analysis is embedded in current EU policy frameworks (CAP, European Green Deal, European Skills Agenda) and complemented by selected international examples. The report identifies critical skill and competence needs for farmers and advisors, highlights relevant European initiatives, and outlines key gaps and opportunities for education and training. Its findings provide an evidence-based foundation for the design of learner-centred, practice-oriented smart farming education within subsequent USAGE-NG work packages.
Activity 2.2 – Identifying smallholder farmers learning requirements for future challenges
Knowledge required to adapt to environmental changes and transformations in agri-food systems will be collected and analysed. Multiple research tasks are carried out to get an accurate and timely picture of the smart farming technologies adapted to mountain and hill areas.
A survey was developed in English and German to understand farmers’ access to machinery and identify training needs, with great support from ENAMA Servizi. Data is currently being collected and will be evaluated and published. The project also identified future challenges and technological needs in mountain agriculture (e.g., South Tyrol), explored potentials of niche markets in mountain agriculture, estimated suitable terrains using Qgis, and collected examples of recent mechanization on steep slopes. The potentials of agricultural niche production were identified and evaluated on a macro level, with results being included in scientific publications.
The activities of this work package were conceptually important to fulfil the overall goals of the USAGE NG project. The activities addressed SMF (small and medium farmers) capacities to adapt to environmental changes and transformations in agri-food systems. Multiple research and networking have been carried out to get an accurate and timely picture of SMF technical requirements and skills, in order to develop learning materials that respond to these requests. Activity 2.2. addressed the general conceptual work that formed the basis of all WP’s and activities of USAGE NG and undertook a broad range of activities from research, analysis, networking, conceptualization to dissemination. In a more focused sense, it sharpened the understanding of the institutional and professional environment in which SMF in mountain and hill areas operate.
Activity 2.3 – Creating partnerships in smart farming education and setting up a future education agenda
Project partners will reach out to organizations, networks and industrial partners to cluster various perspectives and identify potential partners for future educational initiatives. Particular focus is on mobile learning opportunities suitable for smallholder farmers. Additionally, the research will provide a summary report on desirable competences of innovative smallholders.
A Network of experts was formed that suppoert the project. Several LoS have already been signed, and talks with experts have been held. Partnerships were also created during courses and multiplier events like conferences and fairs. A Master’s thesis was conducted at TUM to provide a detailed list of organizations and educational pathways in agricultural engineering education for networking and dissemination. This activity helped in understanding timing, content, and training opportunities for farmers.
For Activity 2.3 “Creating partnerships in smart farming education and setting up a future education agenda”, there were two main difficulties. The first and foremost problem we identified is that a “Memorandum of Understanding” is an official legal document for universities. To solve this problem, we created a “Letter of support” (LoS). This LoS is also a conceptual document that verifies the strategic framework for partnering, collaboration, and action with new partners from Industry, Associations, and Educators in the field of Smart Farming in the European Union and abroad. As a result of the first problem with the difficulties with the “Memorandum of Understanding” (now: “Letter of support”), more time was needed to fulfill the Act. 2.3. Furthermore, creating partnerships is an ongoing process, and the USAGE NG project is always promoted at conferences, meetings, and fairs.
Activity 2.3 successfully established a broad international network of universities, farmer associations, industry partners, and vocational training institutions through an extensive collection of thirteen Letters of Support. These partners provided valuable insights into the educational needs of smallholders and the future of smart farming.
Stakeholder engagement, including the Multiplier Event at TUM, revealed that hands-on, practice- oriented training and Train-the-Teacher approaches are essential, as online-only formats are often unsuitable for small-scale farmers. Two master’s theses further highlighted structural gaps in agricultural education, digital literacy challenges, and connectivity barriers affecting the adoption of smart farming.
Based on these inputs, the activity developed a competence framework for innovative smallholders, covering technical, operational, learning, and ecosystem-related skills. Overall, Activity 2.3 provides a strong foundation for designing mobile learning materials and future educational initiatives aligned with real-world needs in the agricultural sector.
Agriculture, like few other industries, is profoundly affected by climate change and the ad- vancing technologization of the world. Ensuring and sustaining agricultural production in a rapidly changing world poses a significant challenge for today’s agriculture and the coming decades. Agriculture, particularly agricultural engineering, must establish new technologies. The establishment must be sustainable and well-founded. New technologies have the poten- tial to make agriculture more climate-resilient and contribute to global food security. New and versatile educational concepts are needed to successfully navigate this transition.
Lifelong Learning (LLL) is becoming increasingly important in today’s era due to techno- logical and social change. In the field of agricultural engineering, lifelong learning not only helps to impart new technological content but also to offer educational opportunities tailored to all age groups and educational levels. Existing continuing education structures are eluci- dated and evaluated in this study through expert interviews, sector analysis, and an online survey. Expert interviews illustrate the existing content and organizational structure of the agritechnical sector, as well as the problems arising from the federal system for educational institutions in Bavaria. The sector analysis presents various continuing education offerings in tabular form. The online survey evaluates current continuing education offerings. The quality of the continuing education measures is deemed good, but scheduling difficulties with the offerings are evident. Challenges and issues such as bureaucratic hurdles and time constraints are highlighted. Subsequently, specific recommendations for action are provided to improve and harmonize the agritechnical education sector. The focal point of the recom- mendations is better temporal coordination of continuing education offerings.